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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 22 1 HipHop Scholastics: Effective Teacher Professional Learning Garcia, Itoco. - : eScholarship, University of California, 2016 In: Garcia, Itoco. (2016). HipHop Scholastics: Effective Teacher Professional Learning. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/1d71h84k (2016) BASE Show details 2 Inquiry and Wonder in the University Classroom ... Gilbert, Andrew. - : Innovations in Teaching & Learning Conference Proceedings, 2016 BASE Show details 3 Developing intercultural awareness using digital storytelling Ribeiro, Sandra. - : Taylor & Francis, 2016 BASE Show details 4 Understanding first-year students' transition to university: A pilot study with implications for student engagement, assessment, and feedback Blair, Alasdair. - : Sage, 2016 BASE Show details 5 Management Accounting – Combining Blended Learning and Mobile Apps to Enhance the Flipped Classroom Concept King, Daniel In: Teaching and Learning in a Digital Context (2016) BASE Show details 6 International students in transnational mobility : intercultural connectedness with domestic and international peers, institutions and the wider community Thi Tran, Ly; Pham, Lien. - : Routledge, 2016 BASE Show details 7 Evaluation of the Collaborative Design Process and Classroom Implementation of a Place-Relevant Lesson in Ninth Grade Earth Science Classrooms Van der Eb, Marina In: Electronic Theses and Dissertations (2016) BASE Show details 8 Creating Spaces of Imaginative Engagement for Gifted High School Honors and Advanced Placement English Students Bradshaw, Patty T. In: Electronic Theses and Dissertations (2016) BASE Show details 9 International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community Tran, Ly Thi; Pham, Lien. - : Taylor & Francis, 2016 BASE Show details 10 Making Student Engagement Visible: Using Self-Determination Theory to Examine How Two Social Studies Teachers Support Students’ Needs for Autonomy, Competence, and Relatedness Schewe, Audrey In: Middle and Secondary Education Dissertations (2016) BASE Show details 11 Engaging All Students: Strategies to Promote Meaningful Learning and Increase Academic Performance Haagenson, Heidi; Schlangen, Casandra In: Masters of Arts in Education Action Research Papers (2016) BASE Show details 12 Helping Third-Grade Students with Task Management in a Montessori Classroom Fabel, Jessica H. In: Masters of Arts in Education Action Research Papers (2016) BASE Show details 13 Lo‐tech tools as episteme: rethinking student engagement in the writing process and beyond Finer, Bryna Siegal; Shelly, Lynn; Gatta, Oriana. - : University of Bedfordshire, 2016 BASE Show details 14 The Impact of Transdisciplinary Threshold Concepts on Student Engagement in Problem-Based Learning: A Conceptual Synthesis Savin-Baden, Maggi In: Interdisciplinary Journal of Problem-Based Learning (2016) BASE Show details 15 Stable Beginnings in Engineering Design McCormick, Mary E; Hammer, David In: Journal of Pre-College Engineering Education Research (J-PEER) (2016) BASE Show details 16 A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships Crimmins, G; Nash, G; Oprescu, F I. - : Routledge, 2016 BASE Show details 17 Strategies for Integrating Digital Technology in Classrooms to support English Language Learners’ Learning and Engagements Fan, Valerie Shu-Yuan. - 2016 BASE Show details 18 Dual-Credit Program Leadership and Student Engagement Christian, Melanie A In: Electronic Thesis and Dissertation Repository (2016) Abstract: Under dual enrollment, high school students take college or university courses from post-secondary institutions or external agencies for both post-secondary and high school credits. Dual credits include college/university, Advanced Placement, and International Baccalaureate courses. This study uses hierarchical linear modelling to determine whether grade in school (e.g., grade 12) or enrollment in multiple dual-credit courses impacts student engagement before and after moderation by leadership and dual-enrollment related variables. In this study, dual-credit students (n = 676) in New York and Ontario completed the Classroom Survey of Student Engagement (CLASSE), an adapted version of the National Survey of Student Engagement, regarding their dual-credit courses. They also completed the revised Multifactor Leadership Questionnaire (MLQ 5x) to rate their dual-credit instructors’ transformational leadership. The dual-credit instructors (n = 43) completed the MLQ 5x to rate their principals’ or college deans’ transformational leadership. Research sites in New York and Ontario were included to capture various dual-enrollment delivery models. The analysis phase of the research involved two main steps: establishing the reliability and validity of the instruments and performing hierarchical linear modelling. Exploratory factor analyses (EFAs) established the construct validity of both the MLQ 5x and CLASSE with dual-enrollment students—a new context for both instruments. The EFAs and reliability tests revealed that the MLQ 5x was a suitable tool for measuring students’ perceptions of their dual-credit instructors’ transformational leadership. Initial EFAs on the CLASSE revealed clear facets of student engagement but showed several cross-loading questionnaire items, so further psychometric work was conducted to determine a subset of items with high factor loadings, low cross loadings, and acceptable reliability. This reduced subset was then used to generate average student-engagement scores for use in 2-level and 3-level hierarchical linear models that explored student, teacher, and school effects on student engagement for those in dual-credit programs. Hierarchical linear modelling revealed that teachers’ transformational leadership and the type of dual-credit teacher (high school or post-secondary) had a significant impact at the .05 level on the relationship between enrollment in multiple dual-credit courses and student engagement. This research can aid in the design of effective dual-enrollment programs. Keyword: Advanced Placement; dual credit; Educational Leadership; International Baccalaureate; student engagement; teacher leadership; transformational leadership URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=5111&context=etd https://ir.lib.uwo.ca/etd/3678 BASE Hide details 19 Plastic with personality: Increasing student engagement with manikins Power, Tamara; Virdun, Claudia; White, Haidee. - : Churchill Livingstone, 2016 BASE Show details 20 Student-Centered Analyses of Classroom Perceptions and their Prediction of Student Disengagement Demers, Joseph. - 2016 BASE Show details Page: 1 2

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